The Interrelation Among Course Mastery, Technology Integration Self Efficacy, and Technological Pedagogical Content Knowledge (TPACK) of Prospective Science Teachers

Iana Zahwa,Pramesti Dewi,Sigit Saptono

doi:10.15294/jise.v9i2.40177

Abstract

Technological Pedagogical Content Knowledge (TPACK) is an important competency that must be had by prospective teachers to realize 21st-century learning. This study was aimed to analyze the relationship and the effect of course mastery and Technology Integration Self Efficacy (TISE) on TPACK of the prospective science teachers. This research was correlation research. By using regression analysis, the relationship between course mastery and TISE was analyzed on the TPACK of the science teacher candidates. Based on the analysis, it was known that the average of course mastery, TISE, and TPACK of prospective science teachers is good enough. Meanwhile, multiple regression tests were related to the relationship between course mastery and Technology Integration Self Efficacy (TISE) on TPACK of science teacher candidates simultaneously showed a strong correlation with the correlation coefficient (R) of 0.736 and R square of 0.542. It means there is an effect of course mastery and TISE on the TPACK of the prospective science teacher by 54.2%.

Highlights

Technological Pedagogical and Content Knowledge (TPACK) is the meeting point where technology, pedagogy, and content are used together (Graham, 2011)
The purpose of this study was to determine the relationship between course mastery and Technology Integration Self Efficacy (TISE) on Technological Pedagogical and Content Knowledge (TPACK) of prospective science teachers and analyze the effect mastery variables and Technology Integration Self Efficacy (TISE) on Technological Pedagogical and Content Knowledge (TPACK) of prospective science teachers
The questionnaire used was a Technological Pedagogical Content Knowledge (TPACK) questionnaire adapted from Mishra & Koehler (2006) and the TISE questionnaire adapted from Wang (2004)

Summary

Introduction

Technological Pedagogical and Content Knowledge (TPACK) is the meeting point where technology (computer, video, visuals), pedagogy (teaching methods, learning model), and content (such as science, geography, and mathematics) are used together (Graham, 2011). Technological Pedagogical and Content Knowledge (TPACK) is a competency where technological information, pedagogy, and learning content meet. Technological Pedagogical and Content Knowledge (TPACK) has been developed for 21stcentury skills and has become a framework for developing teacher and prospective teacher's readiness in dealing with 21st-century skills (Figg & Jaipal, 2012). The use of ICT in the classroom is essential to allow students to learn and apply the 21st-century skills needed. 21st-century skills that students need are collaboration, communication, ICT literacy, social or cultural competence, creativity, critical thinking, and problem-solving. Prospective teachers should have mastery of knowledge and teaching skills as a provision to improve the abilities that have been given during the lecture process in the educational institutions, they have participated in

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